The rapid expansion of Artificial Intelligence (AI) in educational settings has transformed writing practices, assessment structures, patterns of student engagement, and underlying epistemological assumptions about knowledge production. While AI systems offer unprecedented opportunities for cognitive scaffolding, emotional regulation, and inclusive participation, they simultaneously challenge traditional notions of authorship, intellectual agency, and pedagogical authority. The integration of AI into school practice therefore requires robust theoretical grounding, ethical governance, and organizational coherence. This article develops a comprehensive, human centered framework that connects AI literacy, critical digital literacy, collaborative digital writing, metacognition, emotional intelligence, and organizational culture in secondary education. Drawing upon interdisciplinary research in areas such as AI and adolescent emotional well being, AI and school related anxiety, collaborative ICT based inclusion, digital tools as cognitive instruments, technology as cultural bridge building practice, organizational culture and school vision, metacognition and emotional intelligence models, theory of mind in ICT contexts, digitally assisted mindfulness, and psychoanalytic cultural theory, the study proposes a multilayered instructional model for AI supported collaborative digital writing. The article argues that AI literacy must be cultivated not merely as technical competence but as epistemic responsibility embedded within reflective, relational, and culturally coherent school ecosystems. Collaborative digital writing emerges as a pedagogically optimal environment for fostering metacognitive regulation, socio emotional awareness, critical evaluation, and inclusive participation. The study concludes that AI integration in education must be guided by visionary leadership, organizational culture, ethical transparency, and human centered pedagogical design.

Generative artificial intelligence technologies are increasingly being used in professional preparation by pre-service teachers, although there are limited empirical data on how these technologies facilitate authoring emergent pedagogical identities. This qualitative research study used the Framework Method to explore the experiences of twenty-three female pre-service teachers pursuing Initial Teacher Education programmes in Punjab, Pakistan, using generative AI in reflection, planning lessons, and writing about their professional experiences. The semi-structured interviews, which were held over Zoom, covered the repetitive and iterative nature of creating, critiquing, and revising AI-mediated pedagogical texts by the participants. Systematic cross-case analysis based on framework matrices demonstrated that there are four broad themes identified through analysis: Strategic Appropriation; Recursive Editing in Identity Formation; Conflicts Between Efficiency and Authenticity as Imperatives; and Different Patterns of Critical Engagement Influenced by previous Technological Experiences. The results show that revision patterns are reproduced, instead of offering first-time AI performances, indicating pedagogical sophistication, making generative tools a kind of mediational resource as novice teachers rehearse, challenge, and otherwise perform the construction of professional selves.

Behavior change interventions delivered through mobile phones often have low engagement among end users. This study aimed to explore factors influencing engagement among Swedish high school students with access to LIFE4YOUth, a mobile-based multiple behavior change intervention targeting physical activity, diet, alcohol consumption, and cigarette smoking. Special emphasis was placed on understanding low engagement. A sequential explanatory mixed methods design was used. Quantitative usage data from 377 students were analyzed to describe engagement patterns. This was followed by qualitative data collection through 3 focus groups and 2 individual interviews (n=20), analyzed using inductive content analysis. Finally, qualitative comparative analysis (QCA) was used to integrate findings and identify configurations of psychosocial and behavioral conditions associated with low engagement. The results from all phases were interpreted and discussed as a whole. A majority (253/377, 67%) of participants showed low engagement, with 62% (158/253) never interacting with the intervention beyond receiving weekly SMS text messaging. Focus group discussions revealed 3 overarching categories influencing engagement: perceived importance of behavior change, user experiences, and environment of use. In total, 48% (121/253) of the low-engaged participants were represented by 1 of 3 configurations, which described participants' characteristics as unmotivated high-needers, motivated low-needers, and dissatisfied needers. Robustness tests confirmed the stability of the unmotivated high-needers configuration. LIFE4YOUth (Linköping University) did not engage high school students with multiple risk behaviors who were content with their lives and did not consider healthy behaviors as very important. However, positive experiences of being both confirmed and encouraged may explain engagement among students engaged in a combination of health-risk and health-promoting behaviors. Future research could explore how tailoring the number of behaviors targeted by mHealth interventions for adolescents might increase engagement and, in turn, behavioral outcomes.

Facebook marketing has emerged as a dominant channel for engaging audiences in Nigeria’s increasingly digital marketplace. This study examined the influence of evolving Facebook marketing trends on user experience, with a focus on engagement patterns, perceptions of content relevance, trust, and behavioural intentions. A descriptive survey design was adopted, and data were collected from 165 purposively selected active Facebook users through structured questionnaires. Analysis involved descriptive statistics and Chi-square tests at a 0.05 significance level. Results revealed a predominantly young (64% aged 18–24), student-heavy (72.7%) audience, with 83.3% accessing Facebook via smartphones. Awareness and exposure to Facebook marketing were high, though perceptions of relevance (31.3%) and trustworthiness (36%) were mixed. Engagement behaviours were moderate, with “sometimes” being the most frequent response across interaction types. Satisfaction (36.7%), trust (50%), and purchase intention (49.3%) were moderate, highlighting gaps in targeting and personalisation. The study concludes that aligning marketing strategies with audience gratifications and ensuring ethical personalisation are critical for improving engagement outcomes. The research emphasises the subjective experiences of Nigerian Facebook users, such as satisfaction, trust, perceived relevance, and behavioural responses, rather than organisational or technical outcomes. Data will be collected from active Facebook users residing in Nigeria, ensuring that the findings reflect the unique cultural, social, and economic contexts of the country. The timeframe of the study is confined to current and emerging trends from 2010 to 2025, a period marked by significant transformations in Facebook’s marketing landscape.

As recovery stories about eating disorders proliferate on social media, many individuals with lived experience are emerging as informal health influencers. While these online spaces can offer community and information, they also shape how individuals understand and perform their identities in recovery. This study examines how young women with clinically diagnosed eating disorders, at different stages of recovery, actively and intentionally document and share their recovery journeys on social media, and how they use these platforms not only to seek support, but also to construct, maintain, and sometimes step away from patient influencer identities. We conducted in-depth, semi-structured interviews with 19 women (mean age = 21.47) in the United States who actively documented their eating disorder recovery journeys on platforms like Instagram, TikTok, and YouTube. Using interpretative phenomenological analysis (IPA), we explored how participants made sense of social media's role across different stages of their recovery. Findings reveal a U-shaped pattern of social media engagement. Participants initially used social media in ways that reinforced disordered behaviors, immersing themselves in content that emphasized dieting, body comparison, and perfectionism. During early recovery, many chose to withdraw from these platforms to protect their mental health and reduce triggers. Later, they re-engaged with social media more intentionally, seeking out pro-recovery communities, reliable health information, and opportunities to tell their stories. Through public storytelling, participants reconstructed their identities, found accountability, and connected deeply with peers. However, some eventually distanced themselves from eating disorder-centered content to grow beyond the patient influencer identity, reflecting the fluid, evolving nature of recovery and online self-presentation. By centering the voices of patient influencers, this study highlights how social media functions both as a risk and a resource in eating disorder recovery, simultaneously shaping psychological well-being, social support, and identity work. These insights underscore the need to view patients as active agents navigating digital spaces and call for treatment approaches that address the online environments where recovery, support, and stigma are continually negotiated.

The engagement and burnout profiles of preschool teachers are closely linked to young children’s developmental outcomes. This study investigated engagement and burnout profiles among 529 Chinese preschool teachers in relation to their emotional states, varying experiences, and professional backgrounds. The sample predominantly consisted of early-career educators, with 47.8% aged between 21 and 30 years and 33.1% having 0–5 years of work experience. Using a quantitative cross-sectional design and latent profile analysis (LPA), this study identified four distinct profiles: slightly exhausted (48.58%), moderately burned out (18.53%), engaged (25.90%), and highly burned out (6.99%). Positive emotional states, such as enjoyment, were associated with higher work engagement, while anxiety was associated with a higher probability of belonging to burnout profiles. In contrast, perceived career success and negative emotions like anger did not significantly predict work engagement and burnout profiles. Teachers with extensive teaching experience and pre-service early childhood education (ECE) training were more likely to maintain high work engagement. This study highlights the critical role of emotional states and professional ECE training in promoting preschool teachers’ work engagement and sustainable practice, particularly among early-career teachers.

Background: Social media has become an integral part of daily life, influencing how adults communicate, seek information, and construct identities. However, there is growing concern about its psychological effects, especially regarding anxiety, depression, self-esteem, and sleep patterns. While substantial research has focused on adolescents, the impact of social media on adults' mental health remains under-explored. Objective: This study aims to address this gap by examining the psychological effects of social media use among adults, with particular attention to how different usage patterns—active engagement versus passive consumption—affect mental well-being. Methodology: A cross-sectional survey was conducted with 188 adult participants. Data were collected through an online questionnaire that assessed demographics, social media usage patterns, and psychological well-being (including anxiety, depression, self-esteem, and sleep disruption). Regression analysis was performed to determine the relationship between social media usage and mental health outcomes, controlling for demographic variables. Findings: The study found that while the amount of time spent on social media did not significantly affect anxiety, depression, self-esteem, or sleep disruption, social comparison was significantly associated with higher anxiety and depressive symptoms. FoMO also showed a trend toward increased anxiety, though not statistically significant. Additionally, passive social media consumption was linked to lower self-esteem, and both age and employment status were positively correlated with self-esteem. There were no significant relationships between social media use and sleep disruption. Conclusion: The study underscores the importance of understanding engagement patterns and internal psychological processes in the context of social media use. Future interventions should consider digital behavior patterns, promoting balanced engagement and mitigating the negative effects of comparison and FoMO. Further longitudinal studies are needed to establish causal relationships and explore long-term effects.

Systemic Lupus Erythematosus (SLE) is a chronic disease that still faces challenges in terms of health literacy, social stigma, and limited support for its sufferers. In this context, social media is a strategic medium for healthcare organizations to convey information, build audience engagement, and facilitate community support. This study aims to analyze the digital health communication strategy of the Lupus Indonesia Foundation through the @yayasanlupusindonesia Instagram account using the framework of the Four Pillars of Social Media Strategy of Safko and Brake. This study uses a descriptive qualitative approach with the support of quantitative content analysis. The research data included 49 purposively selected Instagram posts, as well as audience comments collected through a scraping process using Apify's tools. The analysis is focused on the implementation of content strategies, audience engagement patterns, and user responses and sentiment. The results of the study show that the communication strategy of the Indonesian Lupus Foundation is not only oriented towards the delivery of health information, but also emphasizes a dialogical, collaborative, and empathetic approach. Communication and education-based content shows a relatively higher level of audience engagement, while the comment column serves as a digital social support space for people with lupus. These findings indicate that effective digital health communication in the context of chronic disease needs to integrate informational, relational, and affective dimensions simultaneously. This research provides a theoretical contribution in strengthening the relevance of the Four Pillars of Social Media Strategy in the study of digital health communication, as well as a practical contribution for health organizations in designing more participatory and sustainable social media communication strategies.

Comparative review of the pharmacokinetics and pharmacodynamics of testosterone therapies in type 2 diabetes.

ABSTRACT The end of the Cold War has led to a reconsideration of global alignment formation narratives. Smaller states went beyond the simplicity of a balancing-bandwagoning dichotomy towards more delicate hedging strategies. Kazakhstan’s multi-vectorism, although often associated with hedging, resembles different engagement mechanisms. This research, thus, seeks to argue in favour of the conceptual distinction between hedging and multi-vectorism via the means of qualitative analysis of case studies of Serbia and Kazakhstan. This research will examine the mechanisms of establishing and signalling alignment preferences by Kazakhstan and Serbia to derive the patterns of engagement with regional heavyweights, and China in particular. The results imply a difference between the strategic mechanisms utilised by Kazakhstan and Serbia, which further indicates a distinction between hedging and multi-vectorism.

ABSTRACT In developing economies where formal institutions are weak, religious institutions can serve as critical sources of legitimacy and resources for entrepreneurs. Yet entrepreneurs with similar religious affiliations exhibit markedly different patterns of engagement with these institutions, a puzzle current theory inadequately explains. Drawing on social identity theory, we examine how entrepreneurs’ motivational identities shape distinct patterns of religious engagement using two-wave survey data from 246 religious small business owners in Nicaragua. We find that respect-seeking entrepreneurs pursue religious institutional involvement for its visibility and status-conferring opportunities, while communitarian entrepreneurs leverage religious networks for tangible resources. Gender moderates these relationships: the positive effect of communitarian motivation on resource acquisition effectively disappears for women. However, regular church attendance nearly fully offsets this gender penalty, with female communitarian entrepreneurs who attend regularly showing resource acquisition levels approaching those of their male counterparts. Our findings contribute to the identity-based literature on religious entrepreneurship by demonstrating that motivational identities, not just religious identities, systematically shape how entrepreneurs engage with religious institutions. We reveal religious engagement as a multifaceted, identity-driven strategic practice, with church attendance functioning as a legitimizing mechanism enabling women to convert formal piety into social capital.

This study conducts a comparative analysis of transnational fandoms of South Korean politicians (K-pol) and Korean-pop (K-pop) in China, focusing on the interaction between patriotism and fan culture. Drawing on over three years of participant observation in these online communities, the research employs a comparative case study of the two fan communities to examine how fans navigate nationalist discourses and mobilize patriotic sentiment. Findings indicate that while K-pol and K-pop fandoms display distinct patterns of engagement and defensive behaviors, nationalism is frequently transformed and instrumentalized. Fans strategically deploy patriotic sentiment to assert moral or discursive authority, challenge opposing fandoms, and reinforce community identity, rather than expressing consistent ideological commitment. The study further reveals that K-pol fandom tends to base nationalist sentiment on historical knowledge and political positions, fostering more rationalized engagement, whereas K-pop fandom relies more on emotional and symbolic cues. Overall, the research demonstrates that digital media and fan culture enable fans to actively negotiate, reinterpret, and leverage nationalism within transnational contexts. By juxtaposing political and pop-cultural fandoms, this study contributes to a nuanced understanding of how patriotic engagement is mediated by fan practices, highlighting broader implications for transnational cultural flows and political identity formation.

We examined gender and racial parity in agricultural education enrollment and engagement among 230,228 students representing 1245 secondary-level agricultural education programs in nine U.S. states. Guided by the Representative Bureaucracy Theory, we evaluated agricultural education demographic enrollment and compared it to the demographics of the school that each program served to assess gender and racial representation differences. We also analyzed engagement patterns in Supervised Agricultural Experiences (SAE) and FFA activities by comparing the agricultural education enrollment to program engagement data. The results indicated that minority students were enrolled in school-based agricultural education (SBAE) programs at rates slightly below their representation in the school population. However, engagement data suggested that females were enrolled in agricultural education at expected rates but participated in SAE and FFA at higher-than-expected rates. These findings highlighted modest discrepancies in demographic representation and engagement, though the differences were generally minor and reflect progress toward inclusivity. The study concludes that, while increasing diversity and parity remain goals, agricultural education programs have made measurable strides in engaging broader student audiences. Recommendations include continued efforts to recruit and support underrepresented groups in SBAE, with a focus on both enrollment and meaningful participation.

Children with Autism Spectrum Disorder (ASD) often face challenges in attention regulation, information processing, and emotional engagement, affecting learning outcomes. This study investigates an AI-driven interactive storytelling system integrating webcam-based eye tracking and facial emotion recognition to assess visual attention, emotional engagement, and comprehension. Thirty children with ASD evaluated three storytelling formats: static images, dynamic animations, and interactive presentations. Eye-tracking metrics (fixation duration, time to first fixation, gaze transition frequency) quantified attention, while emotion recognition evaluated affective responses. Results revealed distinct engagement patterns. The interactive format produced longer fixation durations, higher gaze transitions, and the highest comprehension accuracy (83.2%), compared to dynamic (72.1%) and static (61.8%) formats. Dynamic presentations elicited faster initial visual attention. Post-test results showed improved comprehension following storytelling exposure. These findings suggest AI-driven interactive storytelling may enhance engagement and learning in children with ASD under controlled conditions.

While both the importance of learner engagement and the role of design features have been acknowledged in the literature as key for realizing the potential of e-portfolios in language education, the relationship between learner engagement and teachers’ instructional design awaits further examination. To address this research gap, we conducted a qualitative case study at an international school in Hong Kong within the context of Chinese language education. Two groups of secondary students participated in this study, each utilizing e-portfolios as a learning tool under the guidance of two teachers. Major data sources included focus-group interviews with 8 students from one class and 12 from another. Other supplementary data sources included an online survey filled out by 19 students, collected excerpts from learners’ e-portfolios, and individual interviews with the two teachers. The analysis first involved identifying and categorizing learner engagement with e-portfolios, followed by thematic analysis of the relationship between teachers’ design choices and different patterns of learner engagement. The study found that while all four dimensions of learner engagement were identified among the learners, the specific types of engagement under each dimension differed significantly between the two groups. These patterns of learner engagement were shaped by teachers’ instructional design, especially how e-portfolios were integrated into teaching and learning, the emphasis placed on reflection and revision, and the purposes for using technology. This study contributes valuable insights for language educators aiming to implement e-portfolios effectively in their teaching.

Military families face unique challenges that can impact their leisure activities. This study aimed to assess the types and levels of engagement, and the degree of satisfaction with leisure in military families in Lubuskie Province. The Core and Balance Model of Family Leisure Functioning (CBM) was used to explore the relationship between core and balance activities and the level of satisfaction with family leisure involvement. Three standardized questionnaires were used: the Family Leisure Activity Profile (FLAP), the Family Leisure Satisfaction Scale (FLSS), and the Satisfaction with Family Life (SWFL). The sample consisted of 26 Polish families (52 individuals). Core activities were found to be more popular, but preferences and engagement patterns varied between adults and children. Parents tended to be more involved in core activities, while children preferred balance activities. Correlations between participation and satisfaction varied across age groups, highlighting different leisure needs and experiences within families. Findings point to the importance of tailoring leisure programs to the specific needs of both adults and children with a view to enhancing family functioning.

Barriers hinder cancer survivors' participation in and engagement with psychosocial interventions, particularly for trials evaluating dyadic interventions. We examined patterns of enrollment (Study 1) and intervention engagement (Study 2) in a trial of a couple-based Intimacy Enhancement (IE) intervention for breast cancer survivors with sexual concerns and their partners. Study 1 examined reasons for non-participation and support preferences of study-eligible survivors who declined participation and completed a standardized survey (n=38) and compared decliners to participants on socio-demographic characteristics and sexual/relationship outcomes. Study 2 characterized participant engagement with IE sessions, home practice completion, and post-intervention IE skills use. More versus less engaged survivors/partners (interventionist-rated) were compared on variables as in Study 1 and on at-home/post-intervention engagement measures using Chi-square or t-tests. Of 233 study-eligible survivors, 120 enrolled (52%). Lack of partner interest was the most common reason for declining. Compared to participants, study decliners were in longer relationships and more identified as being from a racial minority group. Decliners reported generally low levels of interest in any sexual support. Engagement in IE activities, including session and homework completion, was high among patients and partners. Younger survivor age was associated with lower interventionist-rated in-session engagement. Findings suggest strong overall interest in and engagement with the IE intervention and suggest the importance of understanding how to increase uptake of sexual support to survivors across diverse backgrounds and preferences. The methods used in examining study-eligible candidates' preferences and intervention participants' engagement could have broader relevance for psycho-oncology research design.

Sequential communication patterns reflecting building blocks of conversation: Associations with toddler temperament and mother and father sensitivity.

A BSTRACT Background: Traditional bibliometric measures present limitations in capturing broader societal influence of medical research. Objective: To evaluate the altmetric performance of the Journal of Indian Association of Pediatric Surgeons ( JIAPS ) to assess its digital impact and online visibility beyond conventional citation metrics. Materials and Methods: A cross-sectional analysis with longitudinal trends (2008–2024) was conducted using Altmetric Explorer platform. The Altmetric Attention Scores (AAS), mention counts, platform-specific engagement, geographic distribution, and demographic patterns were analyzed. Website analytics and bibliometric comparisons supplemented altmetric findings. Results: Of 266 tracked articles (Altmetric.com), 200 (75.2%) received online mentions, generating 1236 total mentions across 13 digital platforms. Twitter/X dominated engagement (994 mentions, 80.4%), followed by news outlets (92 mentions, 7.4%). Peak attention occurred in 2024 with over 500 mentions. The highest-performing article achieved an AAS of 330, ranking within the top 5% globally tracked by Altmetric. Geographic analysis revealed international reach across 180 countries, with predominant engagement from Japan, USA, and Canada. The case reports of rare congenital anomalies generated highest social media attention, contrasting with highly-cited systematic reviews and clinical guidelines that received minimal online visibility. Conclusions: Despite being a regional specialty journal, JIAPS demonstrated global digital visibility through selective content resonating with public interest. Altmetric and bibliometric indicators showed complementary rather than competitive patterns, with rare case presentations driving social media engagement while evidence-based reviews influenced academic discourse. These findings position altmetrics as valuable tools for enhancing JIAPS ’s broader dissemination strategies.

ABSTRACT Sexual satisfaction and pleasure are key components of well-being, yet remain underexplored among individuals engaging in BDSM and kink practices. This study compares sociodemographic characteristics, sexual practices, and predictors of sexual satisfaction and pleasure among self-identified BDSM/kink practitioners in Chile (n = 543) and Spain (n = 233). Using a cross-sectional design, participants completed an online survey including sociodemographic and BDSM-related variables, as well as standardised measures of sexual satisfaction (NSSS-S) and sexual pleasure (SPS19; Spain only). Chilean participants were significantly younger and more likely to identify as feminine or bisexual, while Spanish participants were older and had higher levels of education. Both samples reported similar engagement patterns – mainly with formal partners and in domestic settings – but differed in the variety of practices and number of BDSM partners. Despite these differences, levels of sexually arousing practices and arousal–behavior discordance were comparable. Hierarchical regression analyses showed that sexual satisfaction in both samples was primarily predicted by relationship status and frequency of BDSM/kink practice, whereas sexual pleasure among Spanish participants was associated with bisexual orientation, higher education, and identifying as submissive or switch. These findings suggest that sexual well-being among BDSM/kink practitioners is shaped by relational, behavioural, and sociocultural factors, offering a novel cross-cultural comparison of BDSM/kink practitioners in Spanish-speaking contexts.